Japan’s Educational System

Abstract: This paper analyses the Japanese educational system through Hofstede’s (1980) locus of control and social principledness ’ dimensions, and how those values got promulgated and reinforced through the different historical periods of the Japanese educational system. Since educational systems were established, the purpose of schooling has always been defined in terms of its intrinsic values. They are knowledge for knowledge, transmission of social values, intended outcome, and holistic individual development. Moreover, educational policies and practices serve as a mirror of a society; they highlight what type of knowledge and values, or psychosocial factors, a country considers worthwhile, and how it ultimately socializes individuals. The Japanese education system is not an exception to this rule. Through its education system, Japanese citizens are introduced to a way of life that defines their everyday interactions in schools, family, as well as businesses practices. At the same time, globalization is becoming an influential force in today’s educational systems around the world. No country can afford to live in isolation anymore. Connectivity and interdependence is increasing (via electronic mail, media, travel accessibility, etc.), and people